Ce mémoire de thèse a pour objet d'enrichir le cadre conceptuel et méthodologique du Français Langue Professionnelle (FLP) en proposant un nouveau concept opératoire issu de la théorie des moments d'Henri Lefebvre: le moment professionnel. Nous formulons l'hypothèse que ce concept permet de mettre au jour les logiques qui traversent les pratiques et les discours professionnels et qu'il fournit un cadre qui permet de concevoir un enseignement de langue centré sur ces logiques. Cette thèse se déroule en trois parties qui vont déterminer les trois perspectives que ce concept de moment professionnel ouvre au niveau théorique, au niveau méthodologique et au niveau didactique. La première partie de ce mémoire de thèse pose notre cadre théorique. Nous y retraçons l'avènement du FLP puis nous définissons la théorie des moments. À la suite de quoi, nous explorons comment cette théorie des moments peut apporter de nouvelles perspectives à l'analyse des discours professionnels. La deuxième partie déploie notre cadre méthodologique. Pour ce faire, nous élaborons notre méthode d'enquête, de collecte et d'analyse des données, à la suite de quoi nous mettons à l'épreuve ce cadre méthodologique en l'expérimentant sur deux métiers qui nous ont paru s'opposer sur plusieurs critères : les aides médico-psychologiques, qui accompagnent les personnes dépendantes dans leur quotidien et les officiers supérieurs de l'armée française. Dans la troisième partie, qui pose le cadre didactique, nous avons élaboré un enseignement de FLP en phase avec la notion de moment professionnel. En nous appuyant sur une expérience d'enseignement à l'armée, nous avons montré que ce concept de moment professionnel permettait de renouveler l'enseignement des langues à des fins professionnelles grâce à un certain nombre d'outils didactiques et en focalisant l'apprentissage sur les postures professionnelles. / This thesis aims to enrich the conceptual and methodological framework of French as Professional Language (FPL) by introducing a new operative concept derived from Henri Lefebvre's theory of moments: the professional moment. Our hypothesis is that this concept allows to identify the logics of professional practices and discourses and provides a framework for language teaching focused on those logics. This thesis consists of three main parts who determine prospects resulting from the concept of professional moment on a theoretical, methodological and didactic level. The first part explains the theoretical framework, trace the history of French as a Professional Language and define the theory of moments. Then, it explores prospects of the theory of moments for the professional discourse analysis. The second part concerns our methodological framework and develop our method of investigation, data collection and analysis. Then, this method is applied to two professions that appear to be diametrically opposed: Medical/psychological Assistants who provide dependent people with day-to-day support and French Army senior officers. The third part describes the didactic framework and proposes to apply the concept of professional moment to the teaching of French as Professional Language. Our teaching experience in the army shows that the concept of professional moment allows to renew the teaching of languages for specific vocational purposes by providing some didactic tools and by focusing the learning on professional posture.

Online communities of practice (CoPs) provide social spaces for people to connect, learn, and engage with one another around shared interests and passions. CoPs are innovatively employed within industry and education for their inherent knowledge management characteristics and as a means of improving professional practice. Measuring the success of a CoP is a challenge researchers are examining through various strategies. Recent literature supports measuring community effectiveness through the perceptions of its members; however, evaluating a community by means of member perception introduces complicating factors from outside the community. In order to gain insight into the importance of external factors, this quantitative study examined the influence of factors in the professional lives of educators on their perceptions of their CoP experience. Through an empirical examination of CoPs employed to connect educators and advance their professional learning, canonical correlation analysis was used to examine correlations between factors believed to be influential on the experiences of community members.

Made available in DSpace on 2015-03-04T20:04:54Z (GMT). No. of bitstreams: 0 Previous issue date: 28 / Nenhuma / O estudo estabelece relação entre educação e trabalho, debatendo a inserção profissional no setor coureiro-calçadista. Discute as transformações que vem acontecendo em âmbito mundial nas últimas décadas, decorrente, sobretudo, do processo de globalização da economia capitalista, que por sua vez, implica em uma nova forma de acumulação flexível. Apresenta o panorama legal da educação profissional brasileira dos últimos anos. Focaliza o estudo da educação profissional técnica voltada para o setor coureiro-calçadista na região do Vale do Rio dos Sinos. O trabalho empírico se desenvolveu junto aos alunos egressos de três escolas técnicas: Escola Técnica SENAI, Ildefonso Simões Lopes, Escola Técnica SENAI de Curtimento e Fundação Escola Técnica Liberato Salzano Vieira da Cunha. A pesquisa foi realizada com um grupo de 57 ex-alunos dos cursos técnicos em Calçado, Química e Curtimento, dos anos de 2004 a 2007. A investigação captou a situação da inserção profissional dos sujeitos no contexto atual e baseou-se, princ / The study establishes relationship between education and work, discussing the professional insertion in leather-footwear area. It also discusses the changes which have been happening in the world in the last decades due mainly to the process of globalization of the capitalist economy, which in turn implies a new form of flexible accumulation. It shows a prospect of the Brazilian professional legal education during the last years. It focuses on the study of professional technical education for leather-footwear area in Vale do Rio dos Sinos region. The empirical work was developed among technical schools students who had withdrawn from them: SENAI Technical School, Ildefonso Simões Lopes, SENAI Technical School of Tanning and Liberato Salzano Vieira da Cunha Technical School Foundation. The research was conducted with a group of 57 former students of technical courses in Footwear, Chemistry and Tanning from the year 2004 to 2007. The study captured the situation of the professional insertion of the students in

Cette étude porte sur les apprentissages professionnels en Master 2 professionnel, au sein du département de sciences de l’éducation à l’université de Toulouse II le Mirail. L’objectif est d’éclairer la construction d’une professionnalité émergente chez les étudiants pendant l’année de la formation et de caractériser le processus d’accompagnement du directeur de mémoire et du référent professionnel. Dans le contexte de formation professionnalisante, nous avons opté pour une méthodologie longitudinale, par le biais d’entretiens semi-directifs, permettant de suivre nos stagiaires sur l’année de formation. Ces entretiens mettent en lumière la construction d’une professionnalité émergente en interrogeant les éléments qui participent à cette construction. L’ensemble de nos résultats confirme que dans ce Master les étudiants-stagiaires ont vécu une expérience professionnelle très enrichissante pour leur développement professionnel, surtout lors de stage professionnel. Cette expérience permet d’entrer directement dans les pratiques du métier attendu dans le futur et d’ouvrir la porte sur le monde professionnel. La professionnalité émergente chez la plupart des étudiants- stagiaires de master 2 professionnel est observable à la fin de cette formation. Les dimensions identitaires, opératoires avec les compétences professionnelles et la dimension éthique sont présentes dans le processus de construction de cette professionnalité. En revanche, pour la plupart des étudiants-stagiaires leur professionnalité reste toujours à développer et à approfondir pendant toute la vie professionnelle. / This study concerns the professional learnings in professional Master 2 within the department of sciences of the education at the University of Toulouse II Mirail. The objective is to enlighten the construction of an emergent professionalism to the students during the year of the training and to characterize the process of support of the director of the memoire and the professional referent. In the context of a professional training, we opted for a longitudinal methodology, by means of semi-directive interviews, allowing to follow our trainees over the year of training. These interviews bring to light the construction of an emergent professionalism by questioning the elements which participate in this construction. All results confirm that in this Master’s degree the students-trainees lived a very enriching work experience for their professional development especially during professional internship. This experience allows to discover and practice directly in the work environment which is expected in the future and to open the door on the professional world. The emergent professionalism to most of the students trainees of 5th year of university (professional Master 2) preparing to work for a company is observable at the end of this training. The identical, operating dimensions with the professional skills and the ethical dimension are present in the process of construction of this professionalism. On the other hand, for most of the students-trainees their professionalism always remains to develop and to improve during all the professional life.

The purpose of this qualitative case study was to explore the implementation of a Professional Learning Community (PLC) as a professional development model effective in altering teachers‘ perceptions of their knowledge and skill in teaching developmental writing in grades K-3. This research is necessary to examine how offering teachers collaborative support needed for understanding and implementing research-based best practice approaches to teach developmental writing strengthens the quality of instructional practice necessary to meet rigorous standards being imparted from Common Core Standards. Through the development of a PLC, teachers have an opportunity for collaborating within the school building, which provides optimal environment for professional development (Lindeman, 1926; Lumpe, 2007). Analysis taken from the pre and post-survey information included the teachers‘ beliefs and understanding of writing development, current use of instruction time for writing, and questions or concerns teachers have about teaching writing. Weekly PLC meetings using a protocol format offered teachers an opportunity to discuss personal experiences with writing instruction and to share any anchor charts, student work, or anecdotal records exemplifying the strategy of focus. Videotaping and reflective journaling collected during the six PLC sessions were transcribed and coded using predetermined and emerging themes within and across each measure. Presentation materials collected as data documentation of the experience aided in validation of the research. Major themes emerged under the code headed as management with sub-codes of planning and classroom management presenting the strongest focus. Major themes also emerged under the code headed as instruction. The strongest areas of focus under the instruction code included subcoded areas conferencing, minilessons, and teaching strategies.

This multiple case, qualitative study explored the experiences of six early childhood teachers as they implemented a structured, differentiated literacy framework (The Daily Five™) in a rural northeast Tennessee school system. This study investigated teachers’ perceptions of professional development, specifically the professional development components of coaching including ongoing online discussion, collaboration, and reflective journaling, on changing their literacy planning and instruction. Data were collected through interviews, journal entries, and transcribed meeting conversations. Findings revealed that teachers perceived coaching and collaboration as instrumental professional development components that directly contributed to changing their literacy planning and instruction. Both coaching and collaboration offered necessary support for teachers to feel successful as they made changes in thinking and practice. However, teachers did not find the reflective practice of journaling helpful as they sought to make changes in planning and instructional strategies. The results of this study are significant for teachers and administrators as they seek to increase meaningful professional development aimed at improving literacy instruction.

The purpose of this study was to determine how transition specific professional development influenced secondary special educators’ knowledge and perceived self-efficacy regarding the use of evidence-based transition practices. Past research has suggested that secondary special educators enter the profession with limited knowledge and skills to provide effective evidence-based transition practices to students with disabilities. Based on Bandura’s Social Cognitive Theory, and Desimone’s framework for effective professional development, this study identified how different variables related to professional development can influence teacher self-efficacy in terms of delivering evidence-based transition practices. Specifically, a correlational research design was used to investigate teacher self-efficacy to deliver evidence-based transition practices when (a) the amount of professional development (b) type of professional development, and (c) location of the professional development are factors. Descriptive statistics, an analysis of variance (ANOVA), and a multiple linear regression analysis were performed. Results indicated the amount of professional development received had a significant effect on teachers perceived efficacy, compared to location, and type of professional development received. Further, results of teachers perceived effectiveness, changes made as a result of the professional development, and other factors related to professional development are reported. Limitations and implications for teacher professional development research, practice, and policy are discussed.

<p>The purpose of this study was to examine and increase the knowledge about the way young, newly graduated social workers view their professional role considering their age and professional experience, how they experience the relation to their clients and colleagues and how these experiences all together affect the way the young social workers handle their professional role. Seven social workers in the ages between 23 and 25, who graduated from Socialhögskolan, Stockholm University, in January 2007, where interviewed. They also answered a questionnaire covering the similar questions as the interview. Little research had previously been made in this particular area, why the triangulation of methods was helpful in analyzing the results, with ata coming from two different resources. To analyze the data a multidimensional theory was used, containing coping theory, an experiential perspective, Antonovskys theory a sense of coherence, cognitive theory and role theory. In summary, the results showed that young newly graduated social workers experienced expectations both coming from them selves and their surroundings. Finding meaning in their work helped the respondents to handle stress. The relation to their clients and colleagues and the expectations all together participated in the development of their professional role.</p>

<p>The purpose of this study was to examine and increase the knowledge about the way young, newly graduated social workers view their professional role considering their age and professional experience, how they experience the relation to their clients and colleagues and how these experiences all together affect the way the young social workers handle their professional role. Seven social workers in the ages between 23 and 25, who graduated from Socialhögskolan, Stockholm University, in January 2007, where interviewed. They also answered a questionnaire covering the similar questions as the interview. Little research had previously been made in this particular area, why the triangulation of methods was helpful in analyzing the results, with data coming from two different resources. To analyze the data a multidimensional theory was used, containing coping theory, an experiential perspective, Antonovskys theory a sense of coherence, cognitive theory and role theory. In summary, the results showed that young newly graduated social workers experienced expectations both coming from them selves and their surroundings. Finding meaning in their work helped the respondents to handle stress. The relation to their clients and colleagues and the expectations all together participated in the development of their professional role.</p>

The purpose of this study was to examine and increase the knowledge about the way young, newly graduated social workers view their professional role considering their age and professional experience, how they experience the relation to their clients and colleagues and how these experiences all together affect the way the young social workers handle their professional role. Seven social workers in the ages between 23 and 25, who graduated from Socialhögskolan, Stockholm University, in January 2007, where interviewed. They also answered a questionnaire covering the similar questions as the interview. Little research had previously been made in this particular area, why the triangulation of methods was helpful in analyzing the results, with data coming from two different resources. To analyze the data a multidimensional theory was used, containing coping theory, an experiential perspective, Antonovskys theory a sense of coherence, cognitive theory and role theory. In summary, the results showed that young newly graduated social workers experienced expectations both coming from them selves and their surroundings. Finding meaning in their work helped the respondents to handle stress. The relation to their clients and colleagues and the expectations all together participated in the development of their professional role.